McKinnon Walker Trust Report by University of Wollongong

Education beyond knowledge transfer McKINNON WALKER TRUST REPORT 2017 University of Wollongong McKinnon Walker Trust Report 2017 I

LETTER OF TRANSMISSION

Professor Paul Wellings CBE, Vice-Chancellor and Principal Executive Suite, Building 36 University of Wollongong NSW 2522

We are delighted to present the final McKinnon Walker Trust Report arising from the international study tour to examine better practice examples of how the built environment and physical resources of a university strongly influence student life and their academic experience. The study tour was timely, given the release of the UOW Wollongong Twenty Year Campus Master Plan, which creates a vision and framework to guide the physical development of the Wollongong campus over the next twenty years. In the process of establishing key considerations of the Plan, the University has identified the importance of including the student voice (alongside consultation with staff, government and industry and the local Wollongong community).

Emeritus Professor Ken McKinnon AO and Ms Suzanne Walker

This report presents key findings and recommendations compiled by those participating in the tour. Mirroring the Master Plan itself, this report is a guiding document that articulates our vision and recommendations for the future, but also allows flexibility to respond to future opportunities and challenges. We acknowledge the tour provided significant opportunities to examine best-practice beyond the scope of our brief and as a result these have not been included within this report. A limitation of this report is due to a number of constraints we did not visit any universities located within Australia or Asia as part of the tour. We would like to take this opportunity to thank you for entrusting in us this responsibility to provide insight and recommendations on behalf of the student body at UOW. We would like to thank former Vice-Chancellor, Emeritus Professor Ken McKinnon AO and UOW alumna Ms Suzanne Walker for providing this significant opportunity through their generosity. Our immense thanks also go to the professional staff who accompanied us on this trip: Monique Harper-Richardson, Evelyne Raymond, Paul Mourtos and James Conroy â&#x20AC;&#x201C; your support and willingness to share your experience and insights throughout this journey have been invaluable. In addition, we thank each of the institutions visited and toured, for the hospitality and the immeasurable knowledge we gained in order to advise UOW.

McKinnon Walker Trust Report 2017

Dear Professor Wellings,

University of Wollongong

3 February 2017

We welcome the opportunity for this report to be disseminated widely amongst the student and staff at the University of Wollongong, to inform current and future developments. The opportunity would not have been possible without the power of philanthropy and we are hopeful that this report magnifies this contribution.

Yours sincerely,

2017 MCKINNON WALKER STUDY TOUR STUDENT PARTICIPANTS (FROM LEFT TO RIGHT) Ms Dinithi Fernando Mr Angus Brooks Ms Troy She Tsz Yan Ms Sophie-May Kerr Mr Mitchell Brown Ms Yang-Ming Goh Mr Bailey Bond

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University of Wollongong McKinnon Walker Trust Report 2017

It is vital to think carefully about the design of campus spaces, ensuring they reflect the priorities of UOW students, staff and the community. The overall campus experience is shaped by a sense of place and identity and is influenced by the environments that we work, live, socialise and study in. Inspired by our travels to world-class institutions, this report takes a holistic planning perspective aiming to take into account the needs of a diverse range of people. Whilst we focus on the current and future student experience, we also take into consideration the importance of spaces that cater to academic and professional staff and community members.

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The institutions visited and toured were:

1. Malmo University, Sweden 2. Technical University of Denmark (DTU) 3. Danish Outdoor Lighting Lab (DOLL) 4. Swiss Federal Institute of Technology in Zurich (ETH) 5. Lancaster University, United Kingdom

6. University of Kent, United Kingdom 7. Johns Hopkins University, Baltimore, USA 8. North Carolina State University, Raleigh, USA (NC State) 9. University of California, Berkeley, USA (UC Berkeley) These institutions were selected for their excellence, innovative approach and best practice in physical and technological aspects of the student experience. From the tours and insights imparted, along with futurefocused ideas, it is envisioned that this report will accompany the UOW Master Plan and retain relevance through review by students for the benefit of future student generations. Our key recommendations are presented in six chapters. In chapter one, we suggest increasing opportunities for students to be involved as collaborators in the consultation and decisionmaking process relating to campus design and student life. Chapter two recommends growth in communication with current students, facilitating a greater understanding of the University’s impact and contribution to society. Chapter three articulates how the University can facilitate an inspired and positive learning experience through transparency and connectedness in campus design. Chapter four envisions increased opportunities for students to become a part of and live within a smart and engaging university campus. Chapter five advises avenues for sustainability, inclusiveness and openness in the modern campus experience. And in chapter six, we propose an increase in infrastructure and support to cultivate student-led interdisciplinary projects, entrepreneurship and innovation.

Recommendations — STUDENT VOICE

Provide opportunities for students to be involved as collaborators in the consultation and decision-making process relating to campus design and student life. — COMMUNICATION OF SUCCESS

This report represents the thoughts, observations and recommendations of all seven student participants. A number of students took on additional leadership roles, during the preparation and presentation of this report.

Transform communication with current students, facilitating a greater understanding of the University’s impact and contribution to society, building pride and the desire for a life-long relationship.

Project Lead – Sophie-May Kerr Project Deputy Lead – Mitchell Brown

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Project Lead – Yang-Ming Goh Project Deputy Lead – Mitchell Brown

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STUDENT-CENTRIC ARCHITECTURE AND DESIGN

WRITTEN REPORT

PRESENTATION OF REPORT

Facilitate an inspired and positive learning experience through transparency and connectedness.

SMART AND ENGAGING CAMPUS LIFE

IMAGES Project Lead – Troy She Tsz Yan Project Deputy Lead – Bailey Bond

McKinnon Walker Trust Report 2017

UOW is in a transitional phase, adapting to growth and wider societal changes such as political and fiscal pressures and continuously evolving technologies and learning and teaching pedagogies. UOW continues to develop as not only a modern Australian university, but into a world-class institution that contributes $2 billion to the global economy. The future of UOW looks toward not only continuing to impart students with the knowledge they need, but to welcome a modernisation of education in the 21st century. Focusing on the future of educational trends, we have the ambition for UOW to reflect on the positive aspects of education it provides, but to renew and refresh the aspects surrounding education that can sometimes be forgotten. In doing so, the institutions toured have provided inspiration for the future of UOW to facilitate students in working across interdisciplinary boundaries, using technology that is seamlessly integrated to fuel their ideas. The goal is for this to occur within social and open learning spaces that students have contributed to the design of.

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Executive Summary —

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Expand beyond a typical campus environment, creating opportunities for students to become a part of and live within a smart university campus.

ACCESSIBLE AND SUSTAINABLE CAMPUS

Ensure the foundations of a modern university experience include sustainability, inclusiveness and openness.

ENTREPRENEURIAL SPIRIT

Provide the infrastructure and support to cultivate student-led interdisciplinary projects, bringing awareness to entrepreneurship as a career path while creating a culture of innovation.

University of Wollongong McKinnon Walker Trust Report 2017

Provide opportunities for students to be involved as collaborators in the consultation and decisionmaking process relating to campus design and student life

choice of aspects such as pavement, furniture and colour scheme (e.g. during the design phase of Lancaster University’s new library). At UC Berkeley, the Student Council had a very active student government/senate, with a whole building that was student operated and controlled. Students at UC Berkeley have a say in everything from building opening hours to food vendors and even signage. The senate meets regularly and live streams their discussions, providing transparency. It is important to note that UC Berkeley have a very different governance structure that enables this type of engagement, although it was an interesting example nonetheless. Effective incorporation of the student voice often came from cases where student council groups actively engaged with other students – that is, students led the consultation process. Incorporating the student voice into decision making helps students feel a sense of belonging and pride in their institution. With students being the ones to primarily utilise learning and study spaces, it is intuitive to ensure that their opinions are recognised and reflected in practice. A simple but effective illustration of this was at NC State where our guide stated that “Our students are the ones using these chairs. Why should we as administrators make the decision of which chair to purchase if we’re not the ones using them?”.

Our students are the ones using these chairs. Why should we as administrators make the decision of which chair to purchase if we’re not the ones using them?”

McKinnon Walker Trust Report 2017

Student Voice —

The McKinnon Walker study tour provided the opportunity for the student voice to be incorporated alongside the Master Plan and future directions of UOW. The harnessing of students’ ideas and creativity through this type of collaborative partnership can be termed ‘students as partners’. The students as partners model exemplifies best practice in engaging the student voice in all aspects of decision making. A current example of this at UOW is the Student Ambassadors in Learning and Teaching (SALTs). As we move forward as an institution, working towards the goal of being in the top one per cent of Universities worldwide, we believe further student engagement will have positive implications for student experience rankings. This includes moving beyond just the learning and teaching sphere to include students in decision making in all aspects of campus design. The study tour allowed us to examine how other universities incorporate and prioritise the student voice in their practices. We saw examples of students being represented in project working groups for new buildings, having the opportunity to voice their perspectives at all stages of the development process (e.g. Malmo University, where students worked alongside architects and professional staff from IT, the library and the academic learning department). We also saw students consulted for design input into

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The Eshleman Hall at UC Berkeley consists of meeting spaces for more than 40 student groups and committees and is governed by the Graduate Assembly, an official representative body of students. The senate space pictured is used for regular meetings that are streamed online.

University of Wollongong McKinnon Walker Trust Report 2017

As UOW continues towards the goal of reaching the top one per cent of universities in the world, one of our strongest recommendations is to consider the opportunities to create awareness and build pride in achievements within the student body. The University’s successes lack visibility to the student body and we recommend this as an area for improvement. Evident at many institutions was the level of communication with current students as a priority, with dedicated resources attached. Building pride in the achievements of the University

and creating a platform to build affinity as future alumni is viewed as critical to the future successes of top performing universities. As expected, universities based in the United States were exceptional in communicating with students and building pride, however ETH Zurich achieved a similar exemplar, particularly on the commercial successes and academic achievement of their students. As students, we reflected on the opportunity that stands before the University to immerse the student body in UOW’s wider contribution to society and our role in this inspiring vision. We have identified a number of recommendations that build on existing practices, encouraging more exposure and engagement with the student body and wider community; these are outlined in further detail within the report.

Building pride in the achievements of the University and creating a platform to build affinity as future alumni is viewed as critical to the future successes of top performing universities.”

McKinnon Walker Trust Report 2017

UOW has achieved remarkable success in a short period of time. Visiting leading international institutions provided the opportunity to reflect upon the strengths of our home institution. As we progressed through the tour it became evident that UOW’s campus, facilities, programs and research are of world standard.

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Communication of Success —

Lancaster University provides transparency for students during the design and construction phase of new developments, such as the Spine Remodelling. Through assistance from the Student Union, the University collects student feedback and includes this voice in the decision making process.

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Facilitating a positive and connected student experience through building design

In the following section we outline a number of design principles to take into consideration for new buildings, as well as retrofitting of old buildings, that we see as being of vital importance for students wellbeing. Our suggestions are based on building attributes we observed on our tour that made spaces feel inviting and modern. In addition to these features making buildings attractive spaces to learn and study in, we feel well-designed buildings that people enjoy spending time in are also likely to encourage students to stay on campus outside of traditional learning timetables â&#x20AC;&#x201C; contributing to a lively community campus environment. To achieve this goal, buildings must consider functional needs and be well resourced (e.g. access to technologies and refreshments as discussed in later sections), comfortable and aesthetically pleasing.

McKinnon Walker Trust Report 2017

Facilitate an inspired and positive learning experience through transparency and connectedness

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Student-centric Architecture and Design â&#x20AC;&#x201D;

The Brody Learning Commons connected to the Sheridan Library of Johns Hopkins University is an informal learning space that takes into account the changing learning needs of students throughout semester.

Exposing research and learning spaces through transparent glass breaks down barriers between students and academics, and can provide inspiration for students as they witness aspects of their discipline or other disciplines that they would not normally interact with. Watching others in their workspaces gives a sense of purpose – buildings feel livelier when you can see the people who inhabit and work in them. Being able to see into and through the building and different spaces also gives a sense of openness and creates a seamless flow between outdoors and indoors. In addition to its literal sense, we are also advocating for increased transparency, openness and communication of research in a

The Faculty of Engineering at Lancaster University showcases student research and innovative achievements in transparent display cabinets located in the foyer.

way that is accessible for students. Following this principle, there are opportunities to showcase and promote research project findings and faculty achievements, for example in glass display cabinets or other display mechanisms such as posters. At UOW, walking into the foyer of Building 41 containing the Howard Worner Collection helps give this section of the building a sense of identity and affiliation with the earth sciences. We propose that each school would have a platform to display work regularly, helping students to get a sense of the wider community they belong to while studying in their chosen field. At many of the universities we visited, there was a strong focus on the visual display of work in communal spaces. The newly constructed

An open lecture space in DTU’s library attracts students and visitors, promoting serendipitous learning and providing a source of inspiration and connection.

Engineering building at Lancaster University provides a good example of this. On entering the building on the ground floor, you can see into research labs, workshops and up into meeting rooms. The building had an immediate sense of identity, with engineering projects strategically placed in glass cabinets next to the student assessment drop-off boxes. Transparency gives the building a sense of activity and interest and also provides the opportunity for students to be exposed to research outside their chosen discipline, promoting interdisciplinary thinking. Researchers at UOW are working to solve some of societies most pressing challenges. Showcasing these research projects would increase the sense of connection and purpose felt by students. ‘The Stand’ online story-sharing platform at UOW provides a good example of highlighting research. However, we believe that there is further scope to display this work in teaching and learning spaces, allowing students to be inspired as they gain insight into what they could go on to achieve.

Ensure natural light is prioritised in building design, allowing for mental and visual stimulation and providing a sense of connection whilst studying, improving the liveability of the building and thus benefiting students’ overall wellbeing. Being connected to sunlight, outdoors and others around us has been proven to be good for our wellbeing. The prioritisation of natural light in buildings was evident in all new buildings visited on our tour. Allowing natural light to enter the building through large windows, skylights and glass ceilings has aesthetic benefits as well as minimising energy requirements. Natural light can increase productivity and comfort for students, allowing for mental and visual stimulation whilst studying and thus increasing the liveability of the building. When planning for natural light and transparency it is important to consider the building materials to ensure glare and heat do not become issues. The incorporation of atriums as a design feature is one way to achieve the aims associated with natural light. Atriums were common to all of the campuses visited. Many were done in ways that complemented the building type and goals of the space, but all sought to bring an open and inclusive feel. In some instances, atriums were in the centre of one building, and in others, they were used to connect two buildings.

Facilitating other principles we have identified, atriums allow for natural light and transparency in a building. In addition, they provide good settings for incorporating natural features into buildings; for example, a tree centred in the middle of an atrium would benefit from the natural light as well as creating a wholesome atmosphere for students to enjoy. This can be functional to the learning experience, providing spaces students want to spend time in, rather than just walking through. Atriums provide a sense of connection in buildings as individuals can see to other floors and feel connected with what is happening in each space. The open feeling provided in these buildings meant that five to six storey buildings did not appear intrusive. In some instances, objects can be hung from the roof in these open spaces, further increasing the creative and lively feel (e.g. DTU had an aeroplane hanging in the library). While noting atriums as a key design feature, in implementation it is imperative to note the noise levels that would eventuate. In order to counteract this, an atrium – and indeed other spaces – would require acoustic planning so that noise interference does not become an issue to individuals and groups alike. Active acoustic solutions were acknowledged at NC State and Johns Hopkins University in atriums, allowing meeting rooms to be placed close by without any leakage of sound. The implementation of soundabsorbing materials that worked collaboratively with aesthetics was evident at both Malmo University and Johns Hopkins University, through moss walls and large balloon sculptures hanging from the ceiling respectively. These creative solutions demonstrate that noise reduction can be done with great finesse, while retaining the open idea of atriums.

This atrium at Malmo University extends five stories and forms the heart of the library. Abundant skylight from the glass roof allows natural light to fill the building and the open nature of this space creates a sense of connection to others.

Natural light can increase productivity and comfort for students, allowing for mental and visual stimulation whilst studying and thus increasing the liveability of the building.”

McKinnon Walker Trust Report 2017

Utilise glass in teaching, learning and research spaces to increase transparency between students, staff and visitors. This design feature allows students to feel connected and inspired in the workspace and provides opportunities for research to be exposed to wider audiences.

Open plan: natural light and atriums —

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Transparency —

Flow —

Living buildings – nature indoors — Incorporate greenery into buildings to enhance aesthetics, improve energy levels of students and staff and compensate for the loss of nature that is necessary for building development.

This principle involves incorporating natural features into internal design. UOW is renowned for our beautiful landscape and greenery. Increasing greenery indoors builds on this identity and the foundation of what it means to study here. Natural elements can enhance buildings’ visuals as well as improving air quality and the energy levels of students and staff who may face mental fatigue from their work and studies. In addition to aesthetic and health benefits, greening buildings can create a cooling effect, soften noise and go some way to compensate for the loss of nature that is necessary for building development. Standout examples from our trip included indoor trees (DTU Compute Research and Education Building and Lancaster University’s library), a meeting pod located in the woodlands allowing students and staff to have meetings in a green setting (Lancaster), green walls (Malmo, DTU, ETH and UC Berkeley) and rooftop gardens

(Malmo). In each instance, the building materials, furniture and colour choices were chosen to compliment the natural elements. The incorporation of nature indoors allows students to feel relaxed and connected to the environment, whilst enjoying internal comfort without the influence of undesirable weather. There are existing examples of this principle at UOW, for instance the vertical green wall at the SBRC. These ‘living’ features could be added to many spaces at UOW, greatly improving the experience of students and staff and mirroring the green identity that is so valued in our outdoor landscape. As building development continues to take up more land, rooftop gardens are another efficient way of maintaining green space wherever possible. In addition to environmental benefits, the greening of roofs improves aesthetics and makes spaces more attractive from an aerial perspective.

Multiple entrances into the Talley Student Union Building at NC State ensure it is easy to seamlessly enter and exit the building.

Colour and stimulation — Utilise colour and creative displays to bring vibrancy and life to student spaces, providing cognitive and emotional stimulation. Our university tours allowed us to visit student spaces in which colour and interactive displays were used to bring vibrancy and life to different areas. Through examining different spaces on this trip, we discovered that colour is used for more than just interior decoration purposes. Colour can be used for cognitive and emotional stimulation and can be a crucial element for upregulating a monotonous room into a stimulating, dynamic, pleasing and creative space. Colour can also be used for wayfinding guidance and to distinguish different areas from each other. While bold colours were effectively used in some instances, we were particularly drawn to spaces that used a mixture of neutral colours and wood. Timber gives warmth

to the space and neutral colours are not too intrusive, leading to a calming environment. The calming feel of neutral colours makes it easier to stay comfortable in a space for a longer period of time. Neutral colours also provide a connection to the environment. Our university guides at Malmo University, Lancaster University and NC State each highlighted that internal colours and surrounding plant choices were purposely chosen to compliment each other. As noted previously, students will be the ones spending the most time in these spaces so it is important to incorporate the student voice in certain aspects of aesthetics.

When designing new buildings or retrofitting existing buildings it is important to consider accessibility and openness. While we have addressed the importance of transparency and natural light as welcoming features, having multiple entrances to buildings can also aid in making spaces easy to access and utilise. Observing the design of buildings on our study tour, we became attuned to the way multi-purpose buildings could be accessed from different entrances. This principle takes into account the different ways people will be entering the University or approaching a building. By considering the way students move between different spaces (i.e. from class, to study and to get refreshments), the aim of having multiple entrances to key buildings (e.g. Library, University Square and Welcome Centre) is to ensure this movement occurs as seamlessly as possible. When planning for multiple entrances (whether this is to a building or to the campus itself) it is essential to ensure information centres and signage take each path into account. This principle will be critical when designing the new University Square and expanding the library, ensuring connectedness for all students.

McKinnon Walker Trust Report 2017

These 24 indoor trees located within a research and education building at DTU create a healthy and inspiring study climate for students and staff alike.

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The 24/7 Brody Learning Common at Johns Hopkins University contains a quiet reading room with spacious timber seating and desks that create a warm and calming vibe.

Maintain accessibility to buildings from multiple directions, ensuring that buildings provide welcome entrances for students and guests regardless of which way they enter the campus. With an increase in student numbers this will make spaces easy to access and utilise, ensuring movement between spaces occurs as seamlessly as possible.

University of Wollongong McKinnon Walker Trust Report 2017

A key aspect of planning for a future campus environment is flexibility. Flexibility can be achieved in study spaces through three key features – mobility (i.e. ability to move furniture around with ease), modular design (i.e. ability to subdivide or rearrange furniture into different systems) and adjustability or choice (i.e. diverse seating/standing arrangements and the ability to customise these to suit personal needs). Adaptable learning, working and socialising spaces with multi-functional facilities allow buildings to be used for diverse purposes under different contexts. Our tour allowed us to gain insight into how different universities provided students and staff with

Each university visited also provided flexibility and choice in seating arrangements, such as a selection of stools, beanbags, lounges and chairs, at different heights and configurations. For example, NC State had an incredible 87 different types of furniture in the Hunt Library, taking into account different student needs. Several universities took students’ views into account through a consultation and trial period before deciding on furniture, leading to increased student satisfaction. A comprehensive level of student involvement was undertaken at the University of Kent, where students were given the opportunity to trial and provide feedback on the options of chairs and lounges to be used in the freshly designed library. The outcome of this process meant that the library contained diverse furniture choices, catering to the different study preferences of a diverse student body.

Whilst aesthetics are an important element to take into account, with long working hours comfort and ergonomics are perhaps even more important. We saw evidence of increasing awareness of this with standing or sit-stand desks provided at some universities. This is proven to reduce tension and fatigue from long hours of sitting in a fixed position. A comfortable physical sensation is believed to increase focus, leading to numerous benefits for students and staff. Choice was also evidenced through the zoning of different spaces for different purposes, such as ‘silent study’, ‘quiet study’ and ‘social study’ areas in libraries and study and working spaces. The zoning of these areas can also be made flexible dependent on the demand, such as where an increase in ‘silent study’ areas is requested during exam periods. Planning should therefore take into account the way the character of a space changes at different times of day and throughout session. In buildings that are designed for mixed use, such as meeting spaces, study spaces, classrooms, social and eating areas, there should be a variety of distinct spaces providing choice, that link together seamlessly and maintain flexibility. With many workplaces now leaning towards flexible or shared offices, UOW graduates who have experience adapting to diverse study spaces will be able to adjust to working in flexible environments.

Inclusivity and diversity — Ensure that the built environment takes into account the needs of a diverse population and that specific spaces are designed to meet the needs of minority groups. While planning future UOW spaces and re-thinking or re-purposing existing spaces it is vital to ensure the built environment is inclusive for all students. Some examples noted from the trip include lactation/parents’ rooms, unisex toilets and designated meditation and prayer spaces. UOW has the opportunity to be a leader in promoting diversity and inclusivity, not only through physical spaces, but also through events and activities. While these are elements that UOW already incorporates, it is increasingly important to ensure that future plans take the needs of a diverse population, including minority groups, into account.

Commons — Create communal spaces that foster a sense of inclusion, community and belonging for students and staff in each school, encouraging interaction, collaboration and connection. The principle of commons relates to fostering a sense of community within a building through space design. While we have a collective identity at the University, there are also communities we belong to in our faculties, schools, departments, divisions, and so on. With the aim of fostering this sense of community further and bringing people together, we draw inspiration from ‘living rooms’ we saw on our trip. These are communal spaces (similar to the lounge model in Building 11) that allow people from a building to come together outside of the office for meetings, social catch-ups, food or beverages or simply down time. Spaces should be inclusive of students (in particular HDRs) and staff, opening up the potential for spontaneous co-working, sharing of ideas or support. Spaces that are designed to encourage interaction should be easily accessible to enable students and staff to have relaxed, serendipitous social contact. There should be spaces within each building that are large enough to allow group activities to be organised. Other spaces that may encourage activity and

interaction in the building outside of formal learning spaces could include protrusions in corridors, enlarged stairway landings and rooftop gardens. The best ‘living room’ we examined on the trip was at Malmo University. The space effectively functioned to bring people together from different areas of the University. From what we saw on the trip, UOW currently does not have something of this scale.

McKinnon Walker Trust Report 2017

Provide autonomy for students and staff to dictate the way space is used at different times for different purposes, by providing flexible furniture options and understanding spaces as multi-purpose.

autonomy to dictate the way space was used. For some this was through open landings and foyers that could transform from informal study spaces to event spaces. Another example was that of moveable room dividers and moveable whiteboards that allowed students working in groups to create semi-private spaces for collaborative work, defining their own space (as seen at DTU). The mobility of furniture is an important consideration in order for transitions to occur with ease and without too much disruption – therefore rolling desks, chairs, shelving and storage units were commonly used.

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Flexibility and choice in furnishing and zoning of study spaces —

From left: The iconic 24,500 square metres James Hunt Library in NC State adopted a collection of 87 designs of furniture, enabling flexible seating and space layout. Active library space in DTU’s library encourages students and community members to engage with each other through exploring information within the library connecting them to other parts of the University. The ‘Free Expression Tunnel’ in NC State is a unique place for students to freely express thoughts, promote multi-cultural awareness and highlight diversity on campus in a creative way. A Communal ‘Living Room’ at Malmo University provides a space for students and academic staff to connect, work together and relax.

McKinnon Walker Trust Report 2017

Landscape character — Green as many spaces as possible and create a campus that feels a part of nature, not that nature is a part of it. This landscape enhancement can contribute to creating an exciting public realm, ensuring that the journey is as attractive as the destination.

UOW is fortunate to have a unique green landscape, with water features jotted throughout campus. We acknowledge that during his time as Vice-Chancellor, Ken McKinnon took a strong interest in the campus environment – leading to the establishment of some of our most iconic and valued landscaping features. During consultation for the Master Plan, it was evident that staff, students and the local community collectively felt that the natural landscape should be retained. On our trip we saw a variety of different campus settings, providing ideas for ways we can enhance the environment at UOW, building on our existing landscape to facilitate movement in an enjoyable way. Landscaping is an effective method used to soften the built environment, create aesthetically pleasing views and an exciting public realm. Students can be encouraged to stop and dwell in the landscape by having ‘pockets of surprise’ (Lancaster University) such as sensory gardens and places to sit amongst greenery whilst travelling from A to B.

At Lancaster University, ‘The Spine’ is a pedestrian motorway connecting students to the main hubs of the campus, transforming the way buildings are connected. This path was undergoing a major remodelling during the tour, to allow a greater connection to Alexandra Square – the heart of campus. Once completed, the new and improved one kilometre spine will include small pop-up gardens, water features, green walls, shady trees and a partially covered walkway. There will be spaces to sit and enjoy the landscape, increasing the vibrancy across campus. Drawing inspiration from Lancaster University, we propose a unique project for the Wollongong campus – a tree top walk connecting students to the heart of campus. Our idea is for there to be a canopy walk leading from near Building 11, through the rainforest trees, above the duck pond lawn, arriving at the heart of campus near University Square. The walkway would be an attraction for students and the community, becoming an iconic entrance into

our beautiful campus. There is potential for the walk to connect across to the Botanic Gardens, to the other side of Northfields Avenue near the new accommodation or to the overpass over the M1 Princes Motorway, allowing students to enter campus at different levels. With this proposal, walking to campus becomes an experience as students and staff enjoy a tranquil space. The treetop walk could include benches to allow students to dwell along the way. This unique design would also become a highlight of campus tours, providing a lasting impression and adding to our already existing greenspace attributes. With the University being situated within such close proximity to the Wollongong Botanic Gardens we believe there is further scope for connection between these landscapes. The diverse range of garden collections in the Botanic Gardens showcases local and exotic species. While UOW’s landscape has a native theme to it, there is scope within certain areas (for example the White Cedar Courtyard) to

create diverse gardens fostering connection for international students, such as an International garden. This could be accompanied by cultural information and water features. As we continue development and create new spaces around University Square, rainforest-like plants could soften this growth and provide shade for students and staff, as well as helping keep nearby buildings cooler. We would also like to see greater visibility of the UOW Community Garden and incorporation of edible plants in pop-up gardens located more frequently around campus. The promotion of edible gardens ties in well with our priority to champion sustainability on campus, as well as providing links back to the history of the campus as a historic farming region. With an increasing number of students living on campus in University accommodation, there may also be an opportunity to include gardens on site for these students to access.

We saw examples of plants being used to obscure the back-end systems of universities such as air conditioners and rubbish collection points, giving the campus a polished feel. Several buildings also featured wire on the outside surfaces for colourful climbing plants. This has been done on the Early Start Building at UOW and fits in well with our existing landscape. Within the landscape of UOW, we see a number of waterways as a key characteristic of the main campus. The natural sound of water, along with the associated ecosystems, help to benefit students through the calming influence of nature. As evidenced in the Master Plan consultation, the campus environment is a defining element of the UOW student experience. It is important that this is retained for future generations of students, while retaining and optimising space.

McKinnon Walker Trust Report 2017

Landscaping is an effective method used to soften the built environment, create aesthetically pleasing views and an exciting public realm.”

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The University of Kent strives to create the best garden campus in the UK by finding the right balance between buildings and green space, making spaces for orchards, parklands, meadows and gardens in their master plan design.

University of Wollongong McKinnon Walker Trust Report 2017

This 20-foot wide screen wall in NC State displays news, art and innovative ideas from around the world, and is contributed to by students, artists and the media.

Technology principles

We live in a century where the world has taken large strides in technological advancement and innovation. As we move into a time with an increase in the use of virtual teaching spaces and blended learning, the contemporary student experience will be impacted by this digital transformation. The following section outlines suggestions for teaching and learning technologies as well as suggesting technologies which can be implemented to enable and enhance the overall student experience. We draw on some advanced IT possibilities for future classrooms, as well as putting forward simpler, practical suggestions as to how basic connectivity could be improved.

McKinnon Walker Trust Report 2017

Expand beyond a typical campus environment, creating opportunities for students to become a part of and live within a smart university campus

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Smart and Engaging Campus Life â&#x20AC;&#x201D;

Foundation technology —

McKinnon Walker Trust Report 2017

With many universities reducing the number of desktop computers and moving towards students bringing their own devices (BYOD) or hiring laptops, Wi-Fi coverage in all areas (including lawns and food and beverage venues) is essential. For UOW this includes providing robust Wi-Fi at all campuses. While there is a trend towards BYOD, recent surveys of UOW students conducted by library staff have shown that desktop computers are still valued, thus it is important to take these needs into account by ensuring that there are adequate numbers of PCs and extended laptop borrowing hours. In university settings, providing enough charging points is an ever-increasing challenge. The principle of flexibility is vital here; ingenious examples we saw included portable power units and charging pods, raised floors allowing for easy cable rerouting, hanging power points and/or flexible conduits allowing for sockets to be plugged in from different angles when furniture is moved around, and lockers with in-built power points to allow for device charging. These considerations will be critical in the new Teaching and Learning Building at UOW. Wi-Fi and power availability on public transport can make the transition between University and home more productive and enjoyable, and we suggest the technology upgrade at UOW considers this option.

Top: Whiteboard walls, also serving as projector screens, are perfect tools to spark ideas and thought during collaborative work with peers at Johns Hopkins University. Bottom: The provision of study spaces, power sockets and Wi-Fi access has increased at Johns Hopkins University in order to support the BYOD culture along with a more personalised and flexible learning space.

Students at NC State experience learning in a flipped ‘SCALE-UP’ classroom that encourages hands on, collaborative work.

Future-forward technological integration — Incorporation of the latest technology that makes life convenient can act as an enabler to communication and collaboration. Technology should be integrated so that it works seamlessly in the background, whilst boosting productivity and making tasks simpler. In addition to foundational technologies being provided across campus, we must constantly evolve with the newest improvements in the technology space allowing UOW students to take advantage of the latest innovations to collaborate and access information. UOW plans to move many administration tasks online, in order to create a student experience that is centred on productive learning and involvement in campus life. Integrated systems mean efficiency and convenience while additional data collection features can support learning analytics and targeted student services. The integration of technology that is coercive to working in groups will enhance the growth of interdisciplinary ideas while making for easy collaboration with other institutions driving our research strength. The following section outlines key applications for technological integration:

TECHNOLOGY INTEGRATED INTO LEARNING SPACES

SCALE-UP classroom By taking advantage of technological innovation and increased connectivity, learning spaces can be transformed to allow students to interact using handheld devices, AV equipment and interactive displays to share ideas. This integration of technology into teaching spaces was best represented at NC State in the ‘SCALE-UP’ classroom. SCALE-UP refers to ‘StudentCentered Active Learning Environment with Upsidedown Pedagogies’. The classroom we visited provided a model as to how to design a room to facilitate learning through collaborative group work by lowering barriers to student communication across the whole class. The room was fitted with round tables sized carefully at 7ft to fit three small groups of three students working together. The room was equipped with whiteboards and Wi-Fi connectivity as well as laptops for each student, microphones at the desks for easy sharing of results or ideas with the rest of the class from your seat, central screens around the room to display work, a projector and a document scanner. The technology was set up in a way that allowed students to easily share their work on the central screens, either through AirPlay from their laptop computers or from hand-held devices. The integration of technology in this classroom helped support learning analytics with the potential for automatic assessment of student participation. It is important to note that NC State acknowledges the challenges it faces with staff taking up this currently unconventional way of teaching via peer learning. In encouraging staff to migrate to this method, we must first consult carefully to ensure that adoption of the flipped classroom method is advantageous to learning within the chosen subject, and also provide staff with training and additional activity

preparation hours, as it is quite different to simply lecturing. The NC State model involves approximately 5-10 minutes of ‘lecturing’ followed by 3-5 short activities of 15 minutes. The classroom becomes less teacher-driven and more student-centric, meaning that it is vital that the activities are carefully thought out to enhance learning. NC State suggested that the ideal way to convert teachers is by letting them experience being taught in the SCALE-UP classroom themselves, and begin the shift with introductory level classes. NC State is currently focusing on STEM subjects, with languages and political sciences to be taken up in the near future.

LiFi LiFi is similar to Wi-Fi, however data is transferred through the on/off flickering of LEDs, unnoticed by the human eye. This has potential to be used in lecture rooms or private group collaboration situations where only those in attendance have access to the materials being communicated. We saw examples of LiFi technology being trialled at our visit to DOLL.

McKinnon Walker Trust Report 2017

While the next section will explore specialist equipment, it is important to ensure that basic and practical foundation technologies are always accessible. On visiting various institutions and speaking with students and staff, the top three most requested technologies are Wi-Fi, power sockets and large writable surfaces. Writable surfaces seen on the tour included walls, doors, windows and desks – great for engagement and collaborative thinking. In each instance, whiteboard markers and cleaning equipment were freely available for student use. By providing cleaning equipment, students are responsible for keeping these learning spaces tidy after use.

University of Wollongong

Ensure the fundamental technologies that enable learning and collaboration are reliable and readily available.

In-lecture feedback Though not incorporated at any of the universities visited, the students we spoke to thought that inlecture instant feedback would be helpful to learning, allowing students to ‘speak up’ without interrupting the lecturer or becoming embarrassed when asking a question. Possible reasons for students to use technology instantaneously to provide comments include being able to vote for a correct answer during a quiz, determining how many students are clear on a topic and ready to move on or to request that the lecturer go over a complicated section again for further clarification.

Digital delivery channels Near-field communication – a My UOW super app or responsive web portal (NFC) student cards

McKinnon Walker Trust Report 2017

Payment via student cards will make transferring funds quick and easy, reducing queues at food outlets. Potentially, if UOW was to introduce differential pricing for students and staff (e.g. for food or parking as seen at ETH, where a student would pay approximately 60 per cent of the staff price), these discounts could be automatically applied. Furthermore, cards could be linked to a finance section in a mobile app, to conveniently top up credit on the student card for use on parking fees or on-campus purchases. NFC student cards will aid in making campus activity a seamless experience, particularly for students who live on campus, with their use of multiple cards (i.e. bankcard, loyalty cards, gym card, student card, room key) reduced to a single card, or their smartphone if it incorporates near-field communication technology.

UOW currently provides a number of disparate solutions to deliver information and services to students. This means that in many of instances students need to go searching for the information, which can be complex and frustrating. There may be an opportunity to consolidate existing mobile and web apps into a centralised solution (mobile app and/or responsive web portal) that provides this information when it is required. As part of the Student Success 360 program, students should be involved in further discussion regarding what information and services are a priority. The following are some potential sources of information: 1. SOLS 2. Moodle 3. Buses 4. Timetabling – a feature which displays every UOW-related event on your agenda, with the option to export to other calendar apps. 5. Room/PC bookings – this feature should also show PC availability and the resources in a particular room as well as allowing for maintenance issues to be reported. To support this sub-feature, rooms should be allocated a QR code that can be scanned prior to entering and booked, eliminating needless searching within the app. 6. Library – particularly for usage with short loans, students can be alerted when items are due. Additionally, as a larger range of resources are loaned out, such as laptops or cameras, this feature will allow for easy display of information on the next availability of a particular item. 7. Finance – as electronic NFC student cards are brought to allow for payments for a range of items and services, from food to subject materials, students will want to see their current balance and transfer funds across through the app instantly.

9. Coffee/lunch orders – this has to the potential to be linked to merchants on UOW campus, giving students the ability order their coffees or meals online so that when their class finishes they can go to the pick-up point and their meal will be ready for collection. 10. Consultation bookings – while we currently have a campus doctor booking app. This should be integrated into the UOW super app, also incorporating bookings for Counselling, Academic Support advice and Careers Hub consultations. 11. Environmental control – as the campus evolves to have integrated lighting and ventilation systems, this feature will allow students to individually adjust lighting over their study desk, or the lighting, ventilation and temperature within a study room. An example we saw was at Denmark Technical University, where LED lighting had been installed all over their library and users could adjust light intensity and colour via their smartphone. It should also be noted that a manual override switch for lights and environmental control (e.g. automatic opening or closing of windows) must be included. 12. Parking – indication of the number and location of available parking spaces. 13. News feed – informing students about current UOW happenings, successes and programs, for example, UOWX or PASS classes. Faculties, student clubs and societies and businesses within UOW can create content that can be subscribed to, compiling a personalised feed for each student. 14. Weather

15. Bike sharing –recently bike-sharing systems have trialled technology where a user opens the bike app to be automatically notified of the location of the closest available bike. The user scans the QR code on the bike and the bike is unlocked for use just seconds later. Once the destination is reached the user leaves the bike in the closest bike park, locks it and leaves. Upon leaving the destination this process is repeated.

MyUOW

26°

TIMETABLE

NAVIGATION

FOOD

PACKAGE COLLECTION

LENDCYCLE

ENVIRONMENTAL CONTROLS

ROOM BOOKING

MY SOLS

MOODLE

LIBRARY

CAMPUS LIVING

MY MONEY

NEWS

TRANSPORT

PARKING

CAMPUS DOCTOR

COUNSELLING CONSULTATION

CAREERS HUB

STUDENT EXPERIENCE EXAMPLES Angus wakes up at 8am, he checks his phone to see the agenda listed on the UOW app reminding him that he has a class at 10:30, a 10% assessment at 1:30pm and that there are markets on UOW campus today. Scrolling to the transport menu, he sees that the next bus stopping at his location is arriving in 5 minutes and 35 minutes. While on the bus, he checks library room bookings, sorting the list by location closest to his classroom, and 3 person capacity, with conference call capabilities. After booking the room, he sends an invite through my UOW app to his team members to confirm their attendance. As they enter the room they swipe their student cards, and the display on the door indicates that the room is booked from 2:30-4:00pm that day.

An example layout for the My UOW app which would be able to fulfil all requests of UOW students without leaving the app

McKinnon Walker Trust Report 2017

Looking to the future, increased technological integration opens the potential for student cards that allow access to buildings, specific rooms, labs, parking areas and gym facilities, and can be used to track attendance and pay for purchases on campus. Through the use of NFC student cards, access to certain spaces could be monitored to only allow entry up to certain capacities or to restrict access to certain spaces, such as labs or postgrad-only study spaces, to specific students. Importantly, with the shift to 24hour facilities on campus, this will enable secure after-hours access.

8. Wayfinding – an exclusive closed GPS system with accurate positioning to room locations would be helpful not only to students, but also visitors to our campus. The campus is a town in itself, and if time to destination is incorporated, a map application will benefit many lost students and visitors.

University of Wollongong

SMART CAMPUS SYSTEMS

University of Wollongong McKinnon Walker Trust Report 2017

Technology allows real time information to be displayed visually in an interactive and accessible manner. We witnessed examples of display screens integrated into foyers in libraries and mixed-use buildings, providing information such as class timetables, transport timetables, room bookings, local weather forecasts, news and upcoming events. This information can help students plan their day and access information readily. In the example of room bookings, students are able to get a visual indication of vacant study rooms on entering the building, as well as see when the room will next become available. This type of display could also be replicated to show students available computers (e.g. University of Kent) or allow students to search to find computers with relevant software. Technological advancements allow this information to be duplicated online so students can check availabilities and make bookings remotely (see section above on UOW app). Visual representations could also be used to display maps around campus, making it easy for students and visitors to navigate the campus.

Our visit to DOLL provided insight as to how smart technologies are being incorporated into urban planning, improving the efficiency of fundamental infrastructure and services. Within a university setting, smart technologies could be utilised for data collection (i.e. measuring the number of people in an area or measuring sound and temperature) in order to ensure a comfortable study environment is maintained. Outdoor and indoor LED lighting fittings that incorporate multiple sensors have great data collection ability and potential for personalising study environments, along with many security applications. Having lights connected to a smart system could allow for additional lights to be automatically turned on as the sun sets to maintain a comfortable lux for reading. Likewise smart LED lighting as seen in DTU enables students to tailor light intensity and colour via smartphone to cater to their personal preferences; for example, a student viewing a lecture on their laptop may want the lighting completely dimmed while a student doing exercises from a printed textbook may require bright white light. Outdoor fittings incorporating multiple sensors such as noise, motion detection and cameras have great security potential, as well as data collection on pedestrian movement. At DOLL, we saw fittings such as these where cameras also calculated the availability of a parking space specific to the size of the vehicle.

The University of Kent provides a one-stop-shop for students’ daily necessities, including various retail options and a range of food outlets in the centre of the campus.

Campus life/services A review of UOW’s campus life and services aims to encourage the extension of the traditional 9-5 retail environment into a flexible and available environment to support the ongoing daily needs of students, to support students’ physical and emotional wellbeing and personal growth with enhanced opportunities beyond academic settings, and to encourage individuals’ personal growth whilst living in student accommodation by increasing student social activity.

As the physical and social campus environment evolves at UOW, so too do the needs and expectations of students. As UOW expands its on campus accommodation, this is likely to increase student life in the area. In order to meet the needs of these students and ensure that there is a vibrant campus community, it will be important to provide services and spaces that are open later into the evenings and on weekends, ensuring that the campus does not feel empty for those who call it home. Work and study hours will continue to evolve, therefore anticipating future changes will be important and will necessitate the University viewing this as an opportunity to increase food and beverage and retail offerings. The following section outlines suggestions for campus services at UOW, building on examples taken from the tour.

McKinnon Walker Trust Report 2017

Outdoor and indoor LED lighting fittings that incorporate multiple sensors have great data collection ability and potential for personalising study environments, along with many security applications.”

Integrated smart campus

University of Wollongong

Students are able to get a visual indication of vacant study rooms on entering the building, as well as see when the room will next become available.”

Live visual displays

ETH climbing block called ‘Boulderplausch’, initiates recreation and competition opportunities for students.

Food and beverage Food plays a central role in the lives of individuals globally. When planning for food and beverage retailers on campus, it is important to provide a diverse range of offerings catering to diverse dietary needs and considering socially responsible choices. The evolution towards creating a holistic campus life catering for a diverse student population will maximise learning opportunities, reducing the need for students to leave campus during breaks. Increasing accessibility to refreshments from different locations on the campus will require planning and student input as the University’s Campus Master Plan evolves over time. At the majority of universities visited, libraries contained a cafe or vending machines within the library itself, enabling students to move seamlessly through their day. There were also cafes in mixed-use

buildings (i.e. information hubs, informal study and shops) and within close proximity to transport hubs, providing convenience for students at different times of day, such as during short breaks or on the way to class. Several universities had weekly – and some even daily – markets similar to UOW’s Fortnightly Wednesday market. However the markets were more oriented around food rather than retail stalls, with central market spaces becoming vibrant hubs during lunch time as students lined up at food carts (ETH). The future University Square will become the heart of UOW. At a number of universities on the tour, it was evident significant planning and engagement with students had occurred in the design, planning and retail selection. An opportunity to carefully consider the interaction between the library, Teaching and Learning Building and surrounding areas within the University Square

is an excellent opportunity to draw on international best-practice to support a vibrant student experience. A key recommendation for food and beverage configuration within the University Square is that the space should be flexible to accommodate student needs that change throughout the day and evening. As an example, a group of students could study over lunch from an on-campus cafe, have dinner at the informal oncampus restaurant with reduced pricing for current students, and then continue with their studies in the nearby library later in the evening. Many institutions had created a 24/7 library, particularly those institutions with a high proportion of students in oncampus accommodation. It was vital that their food and beverage services accommodated and supported the student needs beyond traditional opening hours currently in operation at UOW.

Sport and recreation UOW Pulse offers a range of sporting options for students. Continuing affordability of these services for students is of upmost importance, and an area of concern for many current UOW students. On our tour we witnessed numerous innovative examples of free sporting facilities for students, including outdoor exercise equipment at DTU and an outdoor rock climbing and bouldering wall at ETH. Given the Australian climate and with rock climbing being a popular activity in the Illawarra, we suggest this would be successful with UOW students.

Sporting facilities and intramural sports provide an opportunity to build pride and participation with the University post-graduation. Particularly evident in the United States, sport played a central role in bringing the campus and alumni community together regularly. UOW has outstanding sporting facilities and a strong history of sporting clubs and activities, combined with sports located in spectacular surrounding natural environments. An increased focus on intramural sports and encouraging greater visibility of UOW teams externally provides opportunities to involve alumni and community in the life of the University, building affinity and engagement.

Continuing affordability for students is of upmost importance, and an area of concern for many current UOW students.”

McKinnon Walker Trust Report 2017

University of Wollongong McKinnon Walker Trust Report 2017

University of Wollongong

An increased focus on intramural sports and encouraging greater visibility of UOW teams externally provides opportunities to involve alumni and community in the life of the University, building affinity and engagement.”

McKinnon Walker Trust Report 2017

A number of examples of a customised retail experience recognised the need to enable access and supported online retail services. At UC Berkeley, a service for ordering textbooks online with delivery to a central University location is a fantastic example. Beyond the scope of online retail, students will continue to seek support when making decisions requiring technical advice, such as banking and travel. These shopfronts will continue to be important in the future for UOW students.

A well-designed retail experience offers students the opportunity to engage in the everyday functional requirements of life while undertaking a university qualification.”

This increased retail ecosystem established on campus also provides a positive opportunity to engage members of the local community.

The creative pop up experience To inspire a campus environment where norms are challenged and excitement for change is encouraged. The campus experience is an area of great pride for UOW. Continuing to evolve this experience will be an area of focus to support future generations of students. One area for exploration is the role of creativity in the retail experience. Creativity driven by spontaneity and experience is an idea that could be integrated across the University. An area of discussion is the possibility of breaking up the traditional campus experience by allowing for changing campus activities, designs and experiences to occur, enhancing the social and learning experience for students.

For many students – both international and domestic – universities are homes; a place where students occupy for most parts of their day, whether this be on campus or at on-campus accommodation. A well-designed retail experience offers students the opportunity to engage in the everyday functional requirements of life while undertaking a university qualification.

Examples of creativity were observed at DTU, with available pop-up experiences ranging from an area with hammocks in trees for students to relax outdoors,

Creativity driven by spontaneity and experience is an idea that could be integrated across the University. An area of discussion is the possibility of breaking up the traditional campus experience by allowing for changing campus activities, designs and experiences to occur, enhancing the social and learning student experience.”

informal learning spaces created from recycled shipping pallets and grandstands created in outdoor sporting areas. These experiences changed the physical campus environment and allowed for students to experience a sense of surprise through the creation of the unexpected. Additional to these physical features of campus design and pop-up experiences, there were also countless other examples of changing food and beverage offerings on campus for students to engage with, particularly evident with the rise and popularity of the food truck industry. Recommendations UOW could include adopting approaches for greater utilisation of our outdoor areas to create informal learning spaces and the creation of a dedicated food truck area within our grounds, close to the Plaza. Popup retail experiences could be easily integrated as observed at DTU, where a ‘shipping container’ was leased out to businesses on a monthto-month basis.

Other examples of creativity include the inclusion of dedicated spaces to enable outdoor art created by students in the campus environment. With spaces that inspire creativity, this concept enables students to fully engage with their campus environment. Similar expressions of creativity have been seen throughout Wollongong CBD with the recent installation of large-scale murals as part of the ‘Wonderwalls’ movement. Over the life cycle of the student experience, developing a creative and ever-changing retail experience provides students with the opportunity to continually explore their campus, seeking to find the next surprise in food or retail.

McKinnon Walker Trust Report 2017

On-campus retail is a service of ever increasing demand from the student population. With the nature of a sticky campus environment being developed with increased student enrolment and on campus accommodation rising, it is important that UOW develops into a city-like ecosystem supporting the changing needs of students. With the continued shift towards the increased-hours campus environment, it is more important than ever before that students feel a sense of connection and belonging to their campus, with a customised retail experience available.

Additional recommendations for the expansion of the retail space on campus include examples viewed at NC State, with their food retail strategy including the production of their own goods such as ice cream by their own faculties on campus. This allows students to engage with the University’s current activities, in turn encouraging students to have a heightened interest in the retail on offer on campus.

University of Wollongong

Retail

DTU highlights the importance of utilising all spaces by trialling ‘pop-up experiences’ across campus for students to relax and try something different each week.

McKinnon Walker Trust Report 2017

UOW seeks to develop graduates who are intellectually fearless, sociallyconnected leaders in their chosen fields and vocations. Leadership and co-curricular activities are an essential element of developing these qualities. Currently the University has a positive co-curricular network of activities operated by the Centre for Student Engagement, in addition to opportunities within faculties and units. UOW has provided an opportunity for these programs to be formally recognised – a welcome development by the University. Leadership development and co-curricular activity at UOW could be enhanced by increasing physical resources available to support programs. Dedicated physical spaces enable students to create a larger number of societies and programs, engaging a greater percentage of the student body. An excellent example of dedicated resources was showcased at NC State where the Student Hub Building contained dedicated leadership development offices and clubs and societies working spaces. These spaces were positioned in highly visible locations – in particular, on the outside of building spaces, rather than hidden away from sight – conveying the importance the University community places on student leadership. Johns Hopkins demonstrated the significant role of academic leadership in clubs and societies, where each student organisation must have an academic patron or advisors to receive funding and support. Service learning opportunities were central to the ethos at UC Berkeley, creating the opportunity for action, knowledge creation and reflection. Understanding these resources require funding, an innovative example was an art studio that had become self-sustaining financially due to partnerships with local artists utilising the facility to teach and practice.

As workplaces of the future change rapidly, leadership opportunities will be integral to preparing graduates to be flexible and connected leaders. We recommend as the University evolves in the future guided by the Campus Master Plan, that there is careful thought and planning and involvement of students in the creation of dedicated infrastructure supporting leadership and cocurricular activities.

As workplaces of the future change rapidly, leadership opportunities will be integral to preparing graduates to be flexible and connected leaders.”

McKinnon Walker Trust Report 2017

Living in campus accommodation can enrich students’ university experience. On our tour, we had the opportunity to visit and hear about several university accommodation facilities. A common trend we observed was the way different accommodation precincts or houses had distinct themes. The reasoning behind this model is to provide a wide range of housing options that consider the needs and interests of a diverse range of students. Some accommodation precincts were themed on the basis of academic courses, whilst others were known for affiliation with particular cocurricular interests such as sport or advocacy groups. At NC State, there was an international house where an exchange student is paired with a local student. In the United Kingdom, residences were associated with different colleges. By theming accommodation services, the on-campus student population can be broken down into smaller close-knit residential communities. This allows students to feel a sense of belonging, living alongside others who share similar interests and passions. Some residences integrate living and learning in this environment, offering students opportunities such as field trips, retreats, workshops and study groups, allowing them to continue to expand their horizons. This is an avenue to consider as UOW expands its accommodation services. In addition to theming accommodation services, student villages should have essential services and facilities within close proximity. These may include food and grocery shops, community gardens, learning zones and sport and recreation facilities. Of vital importance to a student population is the affordability of campus accommodation, which will bolster campus life as students begin to utilise services at UOW and use the campus as a place to connect with other students.

Leadership and co-curricular

University of Wollongong

Accommodation

The Talley Student Union building at NC State is an extraordinary multi-purpose space. It is a bustling hub for student involvement in all aspects of university life.

McKinnon Walker Trust Report 2017

EXPERIMENT

CREATE

The library is a key space to implement the building design recommendations and technology principles provided earlier in this report. In addition, the remainder of this section will outline a number of specific recommendations for this space.

With the UOW Library fronting onto the proposed University Square, this space will be the heart of the campus, situated within close proximity to transport, food and beverage outlets and other services. Along with changes to each of these key services, the library must transform to meet the changing needs of students. Part of this will involve a review to the library’s opening hours, considering creating a 24-hour space. Several universities on our tour had 24-hour study spaces that could be accessed with keycards by students outside of traditional opening hours. UOW Library currently changes its opening hours at different times of session. Following this model, a 24-hour space could also remain flexible if not warranted all year round. Extended library hours would take into account the increasing number of students living in on campus accommodation.

As UOW continues to embrace technology, the future status of physical books may be uncertain. While books will always play an important role in education and many students and academics will continue to rely on them, the location of books and ways of retrieving them are in need of consideration. Several of the universities visited had relocated books in order to free up space for other purposes. DTU used the basement of the library for book storage, freeing up prime real estate for study and engaging spaces. At the more advanced end of the spectrum, NC State employs a robotic ‘bookbot’ service in the Hunt Library, in which 1.5 million books are filed into cases, stored in a warehouse downstairs from the library and retrieved by a robotic arm when requested by the borrower. One of the concerns of the ‘bookbot’ system is that people might lose the ability to browse similar or related books in the shelves nearby. The Hunt Library overcame this challenge by providing a digital service that allows users to browse similar books and which promotes options they may find relevant. In the UOW context, books could be relocated and stored in another building and a manual ‘bookbot’ service could be employed – that is, a student could request a book online, which could be manually retrieved and made available for the student in a central library location.

Due to forecasted growth in the student population, it is important to ensure that spaces are well designed to make efficient use of space and resources. While people do come to the library for study and quiet thinking space, at other times people are looking to network and be inspired by new ideas – and so the library has a range of needs to cater to. In redesigning the library, it is important to take into account the needs of students whilst studying. With the goal of keeping students comfortable and refreshed, this may include the integration of amenities such as kitchenettes, vending machines or a cafe – a trend we saw duplicated across each institution we visited.

Consider the location of books and best way to access them

Based on prioritising opening up the library for other resources, we suggest a review of the UOW Library’s books should: –– examine patterns of book use and determine which books should be prioritised in the library on display and which can be relocated, and –– explore possible locations for book storage and potential means of retrieval. The movement of books to another location will free up space, allowing the library to transform as a learning zone. Potential uses of this space are outlined below. A SPACE TO THINK

Flexible study zones UOW Library frequently exceeds capacity, with students facing challenges of not having enough seating, computers or power outlets. The movement of books and archives will free up space, allowing for learning zones to be expanded and redesigned. Considering the different needs of students, there is demand both for more quiet spaces and for collaborative spaces. The design of study areas in the library should take into account the student-centric building design principles outlined earlier in this report, creating supportive learning environments and prioritising student wellbeing.

A SPACE TO EXPERIMENT

Technology offerings – learn, experiment and borrow specialist equipment With a move towards the smart campus and holistic campus model, the library should sit at the centre of innovation – bringing people and technology together in an engaging and inviting space. NC State provided students with the opportunity to hire technological equipment from the Hunt Library, allowing students to engage with new and innovative tools on the market. This technology lending includes basic devices such as cameras, laptops, iPads, e-readers, media players and projectors, cables and accessories, along with more specialised items such as audio production equipment, design and modelling tools, prototyping platforms, thermal imagers, programmable robots, and kickstarted products (and much more!). The technology is displayed in a transparent glass room within the library, and allows students to improve their technological literacy, following a guided course with a librarian. A library can act as a trial space for innovative ideas in a controlled environment – the campus is a mini city, and the library is a mini campus. We saw an example of this modelled at DTU, who created a vision for their library as an ‘indoor living lab’ – a space for students and researchers to develop, test and present smart technologies, as well as carry out studies and collect data (e.g. infrared sensors to collect data about the numbers of people in the library and their patterns of movement).

DTU created a vision for their library as an ‘indoor living lab’ – a space for students and researchers to develop, test and present smart technologies, as well as carry out studies and collect data.”

McKinnon Walker Trust Report 2017

THINK

As technology and society continue to evolve and change, libraries around the world are also reshaping themselves. Libraries connect people in a shared learning experience. Increasingly we see libraries innovating to include a wide range of resources in addition to book repositories. Trends include an increased amount of technology and more open communal spaces, replacing books as the central feature of the space.

University of Wollongong

UOW Library – a space to:

University of Wollongong McKinnon Walker Trust Report 2017

Makerspace

Exhibition space

Makerspaces provide students with the opportunity to explore, create and learn through the use of tools and technology. Our university tour provided us with the opportunity to visit makerspaces, with the highlight example being at NC State. The insights we gained from these spaces are timely, given that UOW is in the planning stages for opening a makerspace in the library in 2017. Makerspaces encourage creativity and product design. The NC State space worked as a peerto-peer learning experience, with the layout of the space including equipment and open work stations in the middle, a ‘tinkering table’ that allows students to explore tools in 5 minutes and encourages involvement, and lockers for students to put unfinished work in. The library ran a number of workshops to teach students the skills needed to use specialist technology, and once students have completed orientation they can enter the space with a swipe card. The makerspace was situated in a location that had traffic flow and utilised glass walls, making it an inviting environment. The use of glass was also a positive in exposing work and attracting curiosity from students passing by. The workspace aimed to showcase work as much as possible, rather than keeping creations in drawers out of sight. While the UOW Library’s makerspace will not be industrial-sized, it can initiate the path to a network of spaces, directing students toward further developing their projects and encouraging interested students to utilise other available workshops on campus (see the section on fostering entrepreneurial spirit for a student project house example).

As discussed in our first recommendation, there is an opportunity at UOW to facilitate greater understanding of the University’s impact and contribution to society. The library is a learning commons in the centre of campus, ideally positioned to showcase the research and creative achievements of students and staff. Many universities we visited displayed student artwork in the library, with Johns Hopkins and Malmo both housing dedicated exhibition spaces. These spaces inspire curiosity and provide opportunities for accidental learning. Exhibition of work at UOW could showcase significant student achievements, such as the winning UOW Formula SAE car, as well as significant research findings. Exhibitions could rotate across our campuses (i.e. the same exhibit could be set up in the UOW Library for 4 weeks, followed by Wollongong CBD facility and then the new South-Western Sydney campus, and so on, increasing exposure and connecting to the broader community) and could also connect students to other parts of the – for example, UOW could provide a small section of the Howard Worner Collection in the library and point students and visitors to the full rock display in Building 41. DTU displayed an aeroplane suspended from the ceiling in the library, and also featured posters on easels around the library highlighting innovative project findings. With our industrial heritage and worldclass research there are numerous potential artefacts and projects that could be put on display, allowing the student body and wider community to feel a sense of pride in the achievements of the institution.

Seminar space In addition to communicating success through exhibits, a visible seminar/open lecture space would provide another platform to share ideas and disseminate research to the University community. DTU had an open lecture space in the middle of the library on the ground floor, and we were lucky to visit while someone was presenting. Despite being in the centre of the library, the acoustics were managed well and the discussion did not intrude into other spaces. Seminars help to bring life and vibrancy into a space, and could contribute to the library being a space to socialise at the University. We envision a seminar space in the library to be used by academics and student groups for presentations, providing opportunities for students to be exposed to research from diverse disciplines.

Changing role of librarian and potential other positions With the addition of makerspaces, specialist technologies and exhibition/seminar spaces, librarians and ITMS staff will need to work alongside students to learn and train others in how to get the most out of these spaces. It will be beneficial to have orientation workshops for the makerspace and for specialist technologies. Communication and advertising of opportunities and support will be vital. With a number of new resources on offer, libraries can create employment and volunteer opportunities for students who are interested in providing training (for instance, in the makerspace) and aiding in showcasing research and learning achievements.

University Square Seminars help to bring life and vibrancy into a space, and could contribute to the library being a space to socialise at the University.”

We were drawn to spaces that strived to retain the natural environment within their plaza. The incorporation of natural features helped to soften the hard surfaces and provide shade and aesthetic appeal.”

UOW has within its Master Plan the creation of a University Square. The aim of this development is to better connect the eastern and western parts of campus along with the associated landscapes – Duck Pond Lawn and McKinnon Lawn. This will strengthen the heart of the campus, connecting to the library forecourt and new Learning and Teaching Building, rejuvenating this area and centralising services. University Square will be a space for student engagement, informal outdoor learning spaces, events, markets and activities. The area will ensure students have easy access to services for study as well as refreshments and social aspects of the campus experience. University Square will be a key space to implement the architecture and design elements outlined earlier in the report. We were fortunate on our tour to visit a number of institutions with plaza spaces that functioned to bring students together in the heart of the campus. In particular, we were drawn to spaces that strived to retain the natural environment within their plaza (e.g. ETH and University of Kent). The incorporation of natural features helped to soften the hard surfaces and provide shade and aesthetic appeal. Alexandra Square at Lancaster University provided inspiration as to how a plaza space can function to meet the needs of students; the centralised space connected students with entry points to transport, food and beverages, student services, study spaces and the library. The open space between buildings was also used for markets. Similarly, the plaza at ETH Zurich also transformed into a market space for lunch, making this area a hub of student activity. In the design of the UOW plaza, space could be set aside to accommodate food vans, increasing options for students.

Importantly, University Square is planned to link to pedestrian paths connecting to other parts of campus. On entry to the plaza, significant meeting points/ landmarks within the space will be important for students to connect with friends. This could be achieved through sculptures or artwork – creating links to the region, other campuses or historical connections. At ETH flagpoles, a clock tower and sophisticated LED lighting that looked more akin to artwork, were key features of the plaza. With University Square aiming to be a lively central space, it is important to consider seating options that allow flexibility for the large open central space to be used for events – perhaps through focusing seating on the outsides and having flexible seating that can be brought into the centre for events. With the potential to host events and activities in this space, another idea for the plaza is an outdoor theatre/screen. This would mark a transformation towards the modern campus experience. At NC State, a large outdoor visual screen was used on the side of the Student Commons Building. It used a combination of LED lights spread across a building, allowing students to enjoy entertainment such as movies and sporting matches. The setup included a screen made up of smaller blocks that allow light through into the building during daylight. The screen encouraged students to spend time at the University outside the traditional hours of education. Audio speakers were positioned throughout the adjacent lawn areas in a discrete way, offering further capability to provide audio from the large screen, create ambience through music or convey notices when needed. In the UOW context, an outdoor theatre could vastly improve the nightlife on campus through providing a permanent facility for clubs and societies and other organisers to use without the need for other equipment. During the day this screen could be used for outdoor presentations or as an active screen for displaying information for students and staff.

McKinnon Walker Trust Report 2017

A SPACE TO SHARE

University of Wollongong

A SPACE TO CREATE

University of Wollongong McKinnon Walker Trust Report 2017

Ensure the foundations of a modern university experience include sustainability, inclusiveness and openness

Following the trends we see globally in city planning, each of the university campuses we visited prioritised active and public transport modes for students and staff traveling to and from campus. Similarly, UOW’s transport strategy also places emphasis on sustainability – but being a suburban campus and having a large number of students and staff travelling from surrounding regions, this is an ongoing challenge for the University. In this section we outline a number of suggestions based on the universities visited.

PUBLIC TRANSPORT

The UOW Shuttle is a valued service for students, staff and the community. Based on trends at institutions visited and the increasing student numbers at UOW, we propose an increase in frequency of this service, particularly during peak hours. As we move into the next phase of campus development leading to a more lively campus after dark, shuttles could also run at limited intervals after 10pm to enable students living on campus to connect with the city. The free UOW shuttle system is an important sustainability initiative. The University of Kent offered an excellent example, with its celebrated shuttle bus service running on biofuel. The University promoted this initiative on the side of the buses along with information about the reduced environmental impact. This could help engage the community and promote the University as a leader in sustainability. In addition to the shuttle bus, UOW is accessible via private bus or train services. Many universities visited had digital noticeboards around campus to provide details about upcoming public transport, making it easier for students to plan their journeys. As discussed in the technology principles, Wi-Fi on public transport would also increase the popularity and satisfaction with these services. If we are to prioritise public transport as a University,

these services must be connected directly to the heart of campus and we must consider how each stage of the journey can be made as seamless and comfortable as possible. ACTIVE TRANSPORT

The European universities visited provided leading examples of effective active transport models, delivering infrastructure both within and surrounding the University. UOW has already taken steps to encourage these transport methods, however there are a significant number of programs and projects that could be implemented to grow what is currently offered to students. Active transport types include options such as walking and cycling. By encouraging these forms of travel to, from and around the campus, the University’s commitment to sustainability and decreasing congestion will be evident to students and the community. Due to the temperate weather in the Illawarra, cycling has the potential to provide a travel solution for many local staff and students. UOW’s push to build bike lockers in new buildings is a step in the right direction; enhancements such as multi-storey bike racks like those observed at Malmo University could be used to increase capacity in both the bike lockers and in external storage areas.

McKinnon Walker Trust Report 2017

Accessible and Sustainable Campus —

Transport to and from campus —

University of Wollongong

Students at Malmo University benefit from bike-friendly infrastructure that is prioritised both within the University and the city itself.

University of Wollongong

The congestion and parking issues caused by car dependency will continue into the future as student numbers increase. UOW has taken initiative in the campus Master Plan, outlining the installation of underground parking. Expanding the underground parking model around the campus would be beneficial for staff, students and visitors. Though while extra parking will decrease congestion in the short term, deterring people from driving to the campus in the first place would be better for the campus and the environment in general. The current carpool parking at the campus is highly utilised by students but, anecdotally, has low staff usage. Creating and publicising a car share program for staff and extending the carpool parking area would also serve to remove cars from the area, decreasing travel times due to reduced traffic and opening up more parking opportunities for students who live remotely. Students will continue to see parking and transport facilities as an important aspect of university life, and as student numbers grow into the future more sustainable avenues will need to be considered and travelled down to support this.

Community engagement and presence —

Wayfinding is a crucial element of campus design, essential for helping students, staff and guests navigate their way through the built environment. A review of UOW’s campus map is deemed necessary to ensure movement across campus occurs in a seamless and intuitive way.

Increase physical and social connections between UOW’s main campus, innovation campus and the city centre/local community, through the creation of a UOW building in the centre of Wollongong CBD.

Wayfinding refers to the information systems/signage that guide people through a physical environment – from building to building or within a building. This is particularly important in the complex built environment of a university campus, where it is vital the movement and flow of people occurs in a seamless and intuitive way. Key elements for consideration include signage style, the naming of buildings/paths and information desks. Signage was displayed differently at each university we visited. Colour was often used to direct students towards certain spaces or enhance the visibility of spaces from a distance. At ETH, floor stickers were used in the gym to lead students towards the bathroom, information centre, and so on. Likewise, Malmo University used yellow stickers on the floor to direct students towards the exhibition room. While we are not recommending putting colours on the paths at UOW, a colour-coded map system (similar in style to transport maps such as the London tube map) could be created to help students navigate around campus, with signs at ‘intersections’ indicating the direction to go if following a certain colour line. Alongside regular signage, the name of a building can be used to convey the vision for that area. On entering a building, a central reception or information desk is an important feature to assist students

Effective way finding designs at ETH Zurich create consistency and simplicity so that users can easily reach their destination.

or guests in navigating their needs in this area. Lancaster University chose to locate a service desk on each level of the library in the same location (the centre of the building) on each of the three floors. This made it easy for students to access direction or services. With an increasing amount of technology available to support wayfinding, a GPS campus map would greatly improve the experience of students, staff and guests (as previously discussed in the section on technology). Likewise, technology can be used to provide digital screens displaying available rooms/computers, streamlining the experience of internal building navigation.

This principle relates to increasing connections between UOW’s main campus, innovation campus and the city centre/wider community. The Master Plan holds a vision of Wollongong as a networked University City. In order to achieve this goal, UOW needs to strengthen its physical and social links between the city and our campuses. Following our visits to universities where we saw evidence of them being embedded in the identity of a region, we see value in UOW having a physical presence in the city centre. The purpose of this building would be twofold. Firstly, as an informal study and meeting space for students and staff to work from, offering options for students who may work in the city centre to connect to the network, pick up or drop off books, print or study. Secondly, the building would function as a space to allow the University to further increase its engagement with the community through seminars, public lectures and exhibitions that showcase the exciting research happening at UOW, which sometimes feels hidden away behind closed doors. Hosting events of this nature in an open, welcoming and easily accessible space would increase the sense of transparency between the University and the community, demonstrating UOWs intent to service society. On our tour, it was evident that universities that engaged and worked with the community were better received and more successful than universities that did not. We had the opportunity to speak with

executives at various universities who emphasised the role of the university to serve society – on both local and global scales. Meeting space could be utilised by staff and students to build partnerships across the city, maximising the collective potential of linking with organisations and businesses and working together with the city to grow the region as an innovation and knowledge economy. A space in the city centre would also offer opportunities to promote the University – for example, school groups could visit the exhibition space and community members could get a tangible insight into the value of the University for the local area. Further integration with the city in a physical and social sense will bring both economic and societal benefits for the region and University. A key aspect of successful triangulation between the proposed new space in the city centre, innovation campus and main campus is seamless transport options and connectivity. In addition to the free bus connecting these spaces, a share bike scheme could be established, making it enjoyable and sustainable for students and staff to work across the different spaces. With many universities around the world having already established facilities to cater for alumni, business partners and the broader community it would be beneficial for UOW to engage with this trend.

STUDENT EXPERIENCE EXAMPLES Jean works for a local government department in Wollongong. She has been working with members from a local migrant community who are interested in establishing a community garden to grow food native to their country of origin. Jean thinks this would make an interesting research project and feels her department would also benefit from measuring the success of this trial. Jean calls the UOW community research partnership liaison, Sarah and arranges to meet with her at the UOW city building. Sarah and Jean discuss the project idea and Sarah is able to get in touch with relevant academics at the University. The project idea is listed online and students in their final year in the relevant degree receive a notification through the UOW app about an internship opportunity. Tom receives this notice and sees direct linkages between his study interests and this hands-on opportunity. After getting a taste for research through this internship over the summer, Tom decides to continue in this area and applies to do his honours. Having made connections with a local department, Tom feels confident that he will graduate ready for the workforce and hopes to apply for a government graduate job with this department on completion.

McKinnon Walker Trust Report 2017

CAR AND CARPOOL

Wayfinding and signage —

University of Wollongong

A concept being tested around DOLL was the ‘bike highway’, where a bike path is built in such a way that allows cyclists to encounter as few slowdowns as possible by avoiding intersections and traffic lights. Implementing a version of this idea in partnership with the local council and RMS would improve the travel times of cyclists to the campus and remove some other barriers to active transport, including safety concerns. These changes would also benefit walkers and other forms of active transport by creating a more accessible corridor to and from the campus.

Sustainability — Ensure environmental sustainability is taken into account in all aspects of building design and function, and provide infrastructure and implement policies that make it easier for students to make positive environmental choices in their everyday lives on campus.

Above: In order to educate cafeteria users to be more environmentally friendly, Johns Hopkins University is taking initiative to reduce packaging, improve recycling and encourage the use of reusable items on campus.

We live in a rapidly changing world and effective environmental management and sustainability needs to be at the forefront of any global university. As one of the top 2 per cent of universities globally, UOW needs to model best practice in this area. Throughout our tour we noticed a trend that universities were progressively taking steps to improve their sustainability rating and that this was something they were proud to show off. Sustainability should be taken into account in all areas of building design and functioning, indoor and outdoor lighting, energy sourcing, waste and materials management, water usage and transport. The SBRC at the Innovation Campus is a primary example of these principles implemented in practice and it is important for the University to look at how this design and behaviour change can be mirrored elsewhere in new buildings and retrofitting. Sustainable choices in campus design can also be supported by an increase in smart technologies and smart design. Our visit to DOLL provided insight as to how smart city technologies can be used to

address challenges and improve efficiency. Smart technologies can be used outdoors to improve security and lighting services while simultaneously conserving energy (i.e. sensor lights function at a lower percentage of power until triggered by movement, and thus increasing level of brightness). Indoors, smart solutions can also be used to improve the building’s energy efficiency (i.e. Early Start Building at UOW). In addition to taking sustainability into account at the design level, the everyday practices of students and staff on campus have an environmental impact – in particular, through our use of plastic and non-recyclable materials and through our waste disposal. Based on insights gained from the sustainable practices of other universities, alongside evidence from consultation with students for the master plan, UOW needs to provide infrastructure and policies that make it easier for students to make green choices in their everyday lives on campus. At the consumption level this could include placing a ban on plastic bags for on campus retailers, reducing the amount of plastic used

by food retailers by introducing an eat-in food court with crockery plates and bowls and metal cutlery, and encouraging take-away venues to allow students to bring their own reusable containers, keep-cups and plates. These behavioural changes may be difficult to implement at first, so discounted rates could be used as an incentive to encourage students and staff. In terms of disposal, bins should be clearly marked with images signposting which bin to put rubbish in. This was done well at UC Berkeley, with bin signage including images of the exact packaging food came in from campus retailers, to reduce confusion. Alongside improving sustainability initiatives, there is scope to better market and communicate our successes. Several ways of increasing exposure of environmental initiatives include infographics displaying energy, water or plastic usage and savings, and increased signage as you enter a building showcasing innovative design features that contribute to the building’s efficiency.

McKinnon Walker Trust Report 2017

A Welcome Centre at UOW is a recommendation arising from the tour. Our experience at Johns Hopkins University highlighted the importance of providing a welcoming front door to the University. As a central meeting place, the Welcome Centre ensured visitors, prospective students, families and the broader community were acknowledged and welcomed into the Johns Hopkins family. The centre was a focal point for showcasing institutional achievements, rankings, heritage and future vision. Upon entering the space you felt embraced into the Johns Hopkins vision and actively encouraged to engage with the University’s history and ethos. At present, UOW does not have a Welcome Centre or central meeting place; consequently, visitors to the University often wander the campus seeking a particular building. It is pleasing to note the Campus Master Plan recommends an entrance plaza positioned at a major entrance to the campus, creating an opportunity to welcome visitors in a formal dedicated space. Our experience strongly suggests this first impression will enhance visitors’ experience of UOW.

University of Wollongong

Welcome Centre —

University of Wollongong McKinnon Walker Trust Report 2017

Provide the infrastructure and support to cultivate student-led interdisciplinary projects, bringing awareness to entrepreneurship as a career path while creating a culture of innovation

From left: The Delft Hyperloop Team from the Technical University of Delft1 with their pod which won the “Most Innovative Design” at the SpaceX Hyperloop competition – a prime example of student teams engaging with industry, competing internationally and bringing pride to their University. The transparent engineering workspace at Lancaster University offers students access to production equipment combined with think spaces, enabling groups to go through the design process in one place. 1. Prior to the tour, Engineering student Yang Ming Goh toured the Technical University of Delft, specifically for the D:Dream Hall. Yang Ming saw a number of innovative ideas, some of which were mirrored at other universities we visited. Further summaries of the project houses at each university can be provided upon further request.

With the aim of nurturing student-led interdisciplinary projects and ideas, a UOW project space would bring awareness to entrepreneurship and product design as a career path. In terms of graduate qualities, employability and business growth in the region, the projects and programs that could be facilitated by this space would enhance the student learning experience, equipping them with skills in teamwork, entrepreneurship and interdisciplinary thinking. Recently UOW student teams have been successful in a few international competitions – most famously UOW Motorsport winning the Australasian Formula Student competition and our Illawarra Flame House claiming first prize at the Solar Decathlon held in China. These interdisciplinary teams have brought an enormous amount of pride, not just to UOW but to Wollongong, and have created many links with local businesses and industries. With a designated space, UOW can cultivate many

In order to achieve these goals, we propose the establishment of a student project house – a designated building that houses large-scale production facilities and collaborative spaces where teams can prepare for competitions or work on projects, and where students can meet like-minded peers with whom they can bring their exciting ideas to life. This student project house model will build dreams and take ideas to impact. We believe it aligns closely with the UOW Strategic Plan, particularly goals six and two: –– 6.2: growing our innovation ecosystem; and 6.3: seeking to create and contribute to the uptake of disruptive technologies that have the potential to deliver major positive impact to our economy. –– 2.4: make sure that learning within or outside of the formal curricula, in the classroom or digitally, is invigorated through engaged staff, supportive learning communities and innovative learning environments.

In light of the Innovation Campus brand refresh – Purpose in Action, we propose the Innovation Campus as the location for our student project house model. Conversely, consideration could be given to locating the space as part of the expansion of the Engineering faculty buildings (similar to the steps taken by Lancaster University) on the main campus, due to its proximity to learning facilities.

UOW project house vision Having viewed different realisations of student project houses – DDream Hall, TU Delft; Student Project House, ETH; and The Garage and Entrepreneurs village, NC State – we can bring the best aspects from each institution to form one that will thrive at UOW. We suggest a UOW student project house that should include the following elements: –– workshop spaces capable of housing large scale engineering projects and production facilities. –– this is something that iAccelerate lacks, and as the Engineering faculty is forecast to continue growing in the next 20 years, this is very much needed. –– collaborative, office and meeting areas. –– private meeting rooms add a sense of legitimacy and provide students with a professional space to pursue their ventures.

McKinnon Walker Trust Report 2017

Fostering Entrepreneurial Spirit —

more big dreams and competition winners, becoming very attractive to prospective students who have an interest in entrepreneurship and/or gaining creative real-world project experience. Likewise this could aid in retaining students within the region post-graduation, acting as a stepping stone for entry into iAccelerate programs.

University of Wollongong

UOW is helping drive Wollongong’s transition from a steel and mining city to one that is a vibrant source of knowledge and innovation. The iAccelerate program plays a key role in this shift, with its focus as being an incubator for startup companies that will generate thousands of jobs for the region and engaging UOW graduates, research and the wider community. We believe that to cultivate innovative thinking, there should be greater opportunities for students to be involved from their first year of study.

McKinnon Walker Trust Report 2017

–– general elective subject: Introduction to Entrepreneurial Thinking. –– a course open to any student of any discipline, which will engrain awareness of entrepreneurial career paths. –– tours to other startup hubs. –– a potential New Colombo Plan Grant application to explore and learn from startup ecosystems in Asia (particularly China, Singapore and Japan). While a dedicated building is ideal in the long term, UOW would benefit immediately from commencing the concept of student-led projects within spaces found in various facilities on campus. With the UOW Library extension and the creation of the makerspace within, this area could be carefully allocated to evolve into a pilot implementation of the student project house. Product creation tools for smaller-scale projects will be readily available as well as collaborative workspaces and group work rooms. Additional requirements include storage spaces allocated to teams, and priority and/or extended booking and borrowing rights for group spaces and resources. The library’s central location and prior establishment as a common meeting point for groups is ideal, as it will expose all students to the opportunities they have to become involved. As student accommodation buildings are added and refurbished, certain communal areas and offices can become assigned as creator spaces to be shared by different groups. This follows NC State, where students who are keen innovators apply to live within their Entrepreneurial Villages, creating a hub where innovators live and work together, generating a hotpot of ideas. Teams and interested students can be welcomed to participate in the various workshops already being run at iAccelerate and possibly find mentors within the iAccelerate entrepreneurial community. By piloting this idea we can not only experiment with what variation of this student project house vision works best in the context of UOW, but build student interest while seeking further funding from external sources for a new stand-alone building which will assist in the transformation of the Wollongong region.

Jerome and Shannon are two friends studying nursing, who stumbled on an idea for a mobile application which they think may make a viable business but have no idea where to begin. They walk into the student project house and talk to one of the project advisors. Three weeks later, Jerome and Shannon have two new team members – one from the business faculty and another from IT who has experience in app development. Their team is assigned a workspace to work on a prototype for one month. An interested local company contacts Jerome and arranges a visit. Jerome books out the boardroom and impresses the company representatives with his presentation, landing a collaboration deal where, in exchange for mentorship and use of company equipment, the external company advertises within Jerome’s product. Liam and Tsz Yan recently completed an assignment together in nutrition and food innovation, and want to further develop their idea for a product – a smoothie in a cup that becomes cold instantly through a chemical reaction. They put up stickynotes on the project hall noticeboard and post on the project hall Facebook group looking for team members. After discussing their idea with leaders of other teams already prototyping their products in the project hall, they grow their team with a materials engineering student, a chemistry student and a graphic design student. Using the workspaces within the project hall, over a period of six months, Tsz Yan’s team develops a product they are proud to launch. Advisors from iAccelerate help them gain the necessary approval from relevant food authorities and the product is trialled around campus. As interest increases in their product, Tsz Yan’s team moves to an office at iAccelerate and begins to work on methods to scale up production and marketing. Eleven-year-old Daniel attends an innovation fair at UOW with his family, and visits the stall where the SOLARCAR team is displaying their vehicle that just won the race from Darwin to Adelaide. Five years later in high school, at a UOW Open Day, he speaks to the chief electronics engineer on the SOLARCAR team who is a third-year electrical engineering student at UOW. When deciding between attending UOW and other NSW universities, Daniel realises he has a real opportunity to be part of a team and decides to stay in Wollongong. Towards the end of first year, Daniel wants to do develop and apply his engineering skills. He walks into the UOW Project Hall and sees the noticeboard filled with sticky-notes where people are looking for team members or teams. Seeing that there are vacancies in the UOW SOLARCAR team, he applies and interviews successfully. Two years on, having just won the SOLARCAR race in South Africa, a representative from TESLA offers him a position upon graduation due to his invaluable experience in teamwork and vehicular dynamics.

Student participants —

Staff participants —

MR ANGUS BROOKS

MS SOPHIE-MAY KERR

First year Bachelor of Engineering (Honours) – Mechatronic Engineering (Domestic Student)

Second year PhD candidate – Human Geography (Domestic Student)

Director of Advancement – Advancement Division

Undergraduate Representative for EIS

President and Founder of UOW Human Geography Society

MR JAMES CONROY

Treasurer of the UOW Rotaract Club

Representative of the School of Geography and Sustainable Communities

Enterprise Architect – Information Management and Technology Services

Undergraduate Sessional Academic Tutor

MS EVELYNE RAYMOND

MR BAILEY BOND Second year Bachelor of Commerce – Public Relations (Domestic Student) President of UOW Food Enthusiast Society Ambassador for Learning and Teaching (SALT) within UOW’s Learning and Teaching Curriculum Unit Student of ALIVE: The Centre for Student Engagement Leadership Training at UOW Elevate Facilitator – Leadership training days for Year 11 students MS DINITHI FERNANDO Fourth year Bachelor of Engineering (Scholar) – Civil Engineering (International Student) President of the Sri Lankan Student Society Represented UOW in the PetaJakarta project in Jakarta, Indonesia

Former President of the Golden Key International Honour Society UOW chapter MS TROY SHE TSZ YAN Second year Bachelor of Nutrition and Dietetics (Honours) (International Student) International Student Representative – SMAH Smoke-Free Ambassador UOW Facilitator of Global Communications Program UOW UOW representative at National Student Leadership Forum MS YANG-MING GOH Second year Bachelor of Engineering (Honours) (Scholar) – Electrical Engineering (Domestic Student)

Participated in Civil Engineering Summer School in China and Univative-Sydney

China Fellow of the New Colombo Plan Scholarship 2016, currently on exchange at Beijing University of Aeronautics and Astronautics

MR MITCHELL BROWN

Undergraduate student member for University Council

Third year Bachelor of International Studies – Bachelor of Laws (Domestic Student) President of the Diplomacy and Foreign Affairs Society Head of Delegation on an international tour to Kuala Lumpur, Malaysia, for the Asia-Pacific Model United National Conference Chair of International and Australian debates within Model United Nations

Undergraduate representative for University Education Committee PASS Leader Group Leader Coordinator for UOW’s Women in Engineering Camp

MS MONIQUE HARPER-RICHARDSON

Senior Alumni Relations Co-ordinator – Advancement Division MR PAUL MOURTOS Acting Director – Facilities Management Division

McKinnon Walker Trust Report 2017

–– entrepreneurship support for students. –– whilst not only providing a space, students need support from mentors. This support has the potential to engage with iAccelerate mentors and with Wollongong’s industrial history so that we can draw on the wealth of retired talent in the area.

STUDENT EXPERIENCE EXAMPLES

University of Wollongong

–– a transparent, welcoming space where students who are eager to participate can easily find other team members or join an existing team. –– transparency in the project space through inviting the community to see how they can engage (refer to transparency principle earlier in report).

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The University of Wollongong attempts to ensure the information contained in this publication is correct at the time of production (January 2017); however, sections may be amended without notice by the University in response to changing circumstances or for any other reason. Check with the University for any updated information. UNIVERSITY OF WOLLONGONG CRICOS: 00102E